Training in Organizations

- Unit 4
Unit 4 Training in Organization

 Overview of Training;
 Learning;
 KSA;
 Competencies;
 Training, Development and Education;
 Training that motivates adults to learn;
 Development of Training and Implementation.
Importance of training and development in an organization

 Training and development used to be one of the lowest things

on the priority list of most companies earlier.

 But with the Knowledge era and then the Digital era, the
emphasis on continuous learning has been reinforced.

 With continuous disruptions in the Technological, Social

media and Business scenarios, Training (rather Learning) and
Development has taken a greater importance.
 Training allows employees to acquire new skills,
sharpen existing ones, perform better, increase
productivity and be better leaders

 Since a company is the sum total of what employees

achieve individually, organizations should do everything
in their power to ensure that employees perform at
their peak.
 Need for training arises because of following
reasons
 Environmental changes -Mechanization, computerization, and automation

 Organizational complexity -modern inventions, technological upgradation, and diversification

-problems of coordination

 Human relations - IPR

 To match employee specifications with the job requirements and organizational needs

 Change in the job assignment - existing employee is pro­moted to the higher level or
transferred to another department
Importance of training and development
 Offers optimum utilization of Human resources
 Enhances skill development
 Increases productivity
 Improves organizational culture
 Improve quality and safety
 Increase profitability
 Improves the company's morale and corporate
image
Advantages and disadvantages of training and development

Advantages:
 Helps employees develop new skills and increases their knowledge.
 Improves efficiency and productivity of individuals and teams.
 Creates new and improved job positions.
 Keeps employees motivated and enhance contribution levels.
Disadvantages:
 It is a relatively expensive process.
 There is a risk that after the training and development session, the
employee can quit the job.
1. Induction or Orientation Training: internal environment of an organization, org structure,
understand the procedures, code of conduct, policies existing in that organization

2. Job Training / Current Role Fitment: overview about the job, experienced trainers
demonstrates the entire job

3. Safety Training:

4. Apprenticeship Training: prescribed period of time under a supervisor

 Internship Training:

 Refresher Training or Retraining / Reskilling OR Cross Skilling:

 Promotional Training / Future Role Fitment: Candidate able to meet the

outcomes expected of the job

 Remedial Training / Change Management / Strategy Management:

Methods of training
 On-the-Job Training

 Definition: It is a technique wherein the workers, i.e.,

operative staff, is given the direct instructions to perform

their jobs on the actual work floor.

 Off-the-Job Training

 Definition: The Off-the-Job Training is the training method wherein the

workers/employees learn their job roles away from the actual work

floor.
Difference between an apprenticeship and an internship?

 Length of Time

 Structure:

 Mentorship

 Pay

 Credential

 College Credit
 Training Process

 Definition: The Training Process comprises of a series of steps that needs to be

followed systematically to have an efficient training programme.
 The Training is a systematic activity performed to modify the skills, attitudes and the
behavior of an employee to perform a particular job.
 Learning & Development in Organization
 Learning is defined as “any relatively permanent
change in behaviour that occurs as a result of
practice and experience”.
 A learning organization is an organization skilled at
creating, acquiring, and transferring knowledge,
and at modifying its behavior to reflect new
knowledge and insights.
 Learning organizations are skilled at four main
activities:
systematic problem solving,
learning from their own experience and past history,
learning from the experiences and best practices of
others, and
transferring knowledge quickly and efficiently
throughout the organization.
Knowledge, Skills & Abilities (KSA)

 KSAs are knowledge, skills, and abilities

that a person must possess in order to perform
the duties of his or her position.
 KSAs are listed on each position’s job
description and serve as a guide for
applicants, employees, and departments to
evaluate and assess a person’s likelihood
for success in a job.
Knowledge

 Knowledge – the subjects, topics, and items of

information that an employee should know at the
time he or she is hired or moved into the job.
 Knowledge represents bodies of information that
are applied directly to the performance of work
functions.
Skills

 Skills – technical or manual proficiencies which are

usually learned or acquired through training.

 Skills should be measurable and observable.

 Abilities
 Abilities – the present demonstrable capacity to apply several

knowledge and skills simultaneously in order to complete a task or

perform an observable behavior.

 Abilities may also relate to personal and social attributes which

tend to be innate or acquired without formal instructions.

 Abilities are enduring talents that can help a person do a job.

 Clerical / Desk work:
 Knowledge of office procedures and of spelling,
grammar, punctuation, and arithmetic.
 Knowledge of records administration and maintenance
techniques and procedures.
 Knowledge of inventory control principles and
methods.
 Skill in data entry with minimal errors.
 Ability to accurately prepare and maintain records,
files, and reports.
 Ability to maintain records of materials, supplies,
time, and work performed.
 Financial/Accounting & Budget:
• Knowledge of generally accepted accounting
procedures and principles.
• Knowledge of budget control methods, policies, and
procedures.
• Ability to prepare financial and accounting records.
• Ability to analyze, consolidate, and interpret
accounting data.
• Ability to compile, organize, interpret, and
communicate accounting data and results concisely.
• Ability to manage a budget and work within the
constraints of that budget.
 Managerial or Supervisory:
• Knowledge of business and management
principles involved in strategic planning,
resource allocation, human resources modeling,
leadership technique, production methods, and
coordination of people and resources.
• Skill in monitoring/assessing the performance
of self, other individuals, or organizations to
make improvements or take corrective action.
• Ability to plan, implement, and evaluate
programs.
• Ability to direct and organize program activities.
• Ability to establish goals and objectives.
• Ability to establish program goals and objectives
that support the strategic plan.
• Ability to effectively plan and delegate the work of
others.
• Ability to plan, assign, and/or supervise the work
of others.
• Ability to train others.
 Competencies

 Competence is the set of demonstrable

characteristics and skills that enable, and
improve the efficiency or performance of a job.
Definitions and meanings
 Competencies = “knowledge, skills and behaviours, which have

predictive value for the effective performance of a function or a

specific role”

 Competency management = “a set of activities aimed at realising

the mission of the organisation and optimising the performance

of employees”

 A competency model provides a structured overview of all the

competencies that employees of an organisation are requiring

Types of Competencies
1. Behavioural Competencies – an expression of the softer
skills involved in an employee’s performance.

2. Technical Competencies – usually concerned with the

effective use of IT systems and computers, or any hard skills
necessary for a job role.

3. Leadership Competencies – an expression of the qualities

that make a good leader, turned into measurable behaviours.
 Behavioral
Supports group decisions and puts group success
Teamwork
ahead of own goals

Analyses problems by obtaining and organizing

Problem Solving
relevant information

Customer Service Is approachable and willing to help others

Is results-driven and can identify steps to achieving

Results Orientation
goals
Communication Communicates ideas effectively
 Technical

Is competent at using Customer Relationship

Sales
Management (CRM) system

Is competent at using Hootsuite for social

Marketing
media queuing

Accounting Is competent at using SAGE

 Leadership

Motivation Motivates and inspires

Employee
Acts with empathy and compassion
relations

Diversity Embraces diversity

 Core Competencies Explained

People Management
 Training and Development

 Managing Performance

 Coaching and Mentoring

 Team Building
Personal Development
 Commitment to Excellence

 Mind Mapping and Structured Thinking

 Career Progression
Leadership
 Strategic Management
 Future Planning
 Persuading and Influencing Staff
 Change Management
Communication
 Commitment to Customer Excellence
 Collaborative Working
 Customer Relationship Management
 Social and Emotional Learning
 Persuasive Techniques
 Writing Skills
 Speaking and Listening Skills
Development of training and Implementation
Development of training and Implementation
 1. Needs assessment and learning objectives. This part of the framework development
asks you to consider what kind of training is needed in your organization. Once you have
determined the training needed, you can set learning objectives.

 2. Consideration of learning styles. Making sure to teach to a variety of learning styles

is important to development of training programs.

 3. Delivery mode. What is the best way to get your message across? Is web-based
training more appropriate, or should mentoring be used?

 Can vestibule training be used for a portion of the training while job shadowing be used
for some of the training, too? Most training programs will include a variety of delivery
methods.
 4. Budget. How much money do you have to spend on this training?
Development of training and Implementation

Delivery style. Will the training be self-paced or instructor led? What kinds of discussions
and interactivity can be developed in conjunction with this training?

6. Audience. Who will be part of this training? Do you have a mix of roles, such as
accounting people and marketing people? What are the job responsibilities of these
individuals, and how can you make the training relevant to their individual jobs?

7. Content. What needs to be taught? How will you sequence the information?

8. Timelines. How long will it take to develop the training? Is there a deadline for training
to be completed?

9. Communication. How will employees know the training is available to them?

10. Measuring effectiveness of training. How will you know if your training worked? What
ways will you use to measure this?
Effectiveness of training

Post training, we want to make sure our training objectives are met.
One model to measure effectiveness of training is the Kirkpatrick model, Donald Kirkpatrick,
Evaluating Training Programs, 3rd ed. (San Francisco: Berrett-Koehler, 2006). developed in the
1950s.

His model has four levels:

1. Reaction: How did the participants react to the training program?

2. Learning: To what extent did participants improve knowledge and skills?

3. Behavior: Did behavior change as a result of the training?

4. Results: What benefits to the organization resulted from the training?

Training, Development and Education

Training refers to an act of inculcating specific skills in a person.

Education is all about gaining theoretical knowledge in the classroom

or any institution.

Training is a way to develop specific skills, whereas education is a

typical system of learning.
Training, Development and Education
Training, Development and Education

Training refers to:

 Acquisition of knowledge with the intent of developing skills and behaviors

 It’s purpose is to improve performance and productivity

 Impart job-related skills and knowledge so that they can do their job efficiently

 It can be done on variety of settings: On-the-job, online, classroom, simulation etc.

Training, Development and Education

Education refers to:

 Process of acquiring knowledge about facts, events, concepts, beliefs, principles, etc.

 Helps to develop a sense of reasoning, understanding, judgment, intellect in an individual that will make
him/her capable of Learning, how to think and solve a problem on their own.

 Education is usually prior to employment in the hope of acquiring a future job and or advancing along in
a career path.
Training, Development and Education
Training that motivates adults to learn

1.Make learning so relevant it can’t be ignored

2.Provide opportunities for exploratory learning

3.Take learning to the learner

4.Make learning convenient and accessible

5.Appeal to different learning preferences

6.Create a human learning experience

7.Offer regular constructive feedback

8.Reward learning with fun and games

Thank you
 ESE
SECTION A
Answer ALL questions 4 X 5 marks = 20 Marks
1
2
3
4

SECTION B
Answer ALL questions 3 X 10 marks = 30 Marks
5
6
7 (a or b)

SECTION C
Answer ALL questions 2 X 15 marks = 30 Marks
8 (a or B)
9

SECTION D
Case Study – Compulsory Question 1X 20 marks = 20 Marks
Delphi Method - Qualitative Research

Dr.Sadanana Reddy
Assistant Professor
School of Social Sciences
Christ University- 29
•Qualitative research provides methodological tools for
understanding deeper meanings associated with complex
phenomena and processes in social work practice (Denzin &
Lincoln, 2005).
•In addition to the more well-known approaches to qualitative inquiry,
such as grounded theory, phenomenology, constructivist inquiry, and
narrative inquiry,
•
•the Delphi method is another approach less often discussed in the
literature
 What is Delphi method ?

•The Delphi method emphasizes structured anonymous

communication between individuals who hold expertise on a

certain topic

•with a goal of arriving at a consensus in the areas of policy,

practice, or organizational decision making (Birdsall, 2004)

Pragmatism is evident in the qualitative Delphi
method in the following ways
(a)The Delphi method is flexible and can be used with quantitative and
qualitative data sources;
(b)Delphi method is affordable, as it incorporates inexpensive
questionnaires varying from more open ended to more structured that
can be easily disseminated to participants utilizing either traditional or
electronic delivery;
(c) The Delphi method is not concerned with having a generalizable sample
but instead seeks input from a purposive sample of individuals with
specific expertise on a topic;
D. Delphi studies lack the complexity of many other research designs that demand
highly specialized education, technology, and knowledge, which makes it a good
tool for community-based research and decision making by community researchers and
practitioners

E. Finally, research questions and aims in Delphi studies must have direct bearing on
informing practice, policy, or decision making (Alder & Ziglio, 1996; Dietz, 1987)
 Delphi Method Link to Community-Based Participatory Research (CBPR)

•inclusion, collaboration, and varying levels of participation with community groups and members

•which are rooted in empowerment theory

•provide a less hierarchical and more ethical approach to conducting research that is built upon the
principles of reciprocity, relationship building, and translational learning between communities and
professional researchers

•improve the understanding of social issues, processes, and contexts by supporting the development of
research questions that better reflect issues of concern to the community being studied (Minkler, 2005)
 Utilizing the Delphi Method in Practice: Delphi method was chosen based on the following

(1) participants in this study were spread out across multiple states, making in-person

interviews not cost-effective;

(2) the participants involved in the study were busy professionals who needed flexibility

in when they participated, for which open questionnaires allowed;

(3) all participants were experienced community organizers who are non-participatory

in traditional academic research

(4) provides a viable tool for learning as much as possible from highly experienced

organizing practitioners in the least amount of time

•In Delphi studies, the major rigor control is the ability of participants

to extend and revise data during the course of the study,

•along with the use of consensus in determining what responses and

data are valid (Linstone & Turoff, 1975).

•While the iterative nature and use of consensus are important for

promoting rigor in the Delphi method

Thank you